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Full-Text Articles in Social and Behavioral Sciences
Memory For Non-Focal Words, John Jones
Memory For Non-Focal Words, John Jones
Masters Theses & Specialist Projects
In two experiments a modified flanker paradigm was used to simultaneously present a focal word and an incidental non-focal word. The participants' task was to process the focal word in one of two conditions: naming aloud or a conceptual decision (concrete or abstract). The focal and non-focal words were either semantically related or not. Participants were instructed to direct their attention at the focal word. Furthermore, the presentation of the focal word was brief to reduce the possibility of eye movement to the non-focal word. Memory was measured with implicit and explicit memory tests. Evidence was found to suggest implicit …
Relationships In Aging, Cognitive Processes, And Contingency Learning, Sarah Reeder
Relationships In Aging, Cognitive Processes, And Contingency Learning, Sarah Reeder
Masters Theses & Specialist Projects
This study investigated the influence of age, processing speed, working memory,and associative processes on the acquisition of contingency information. Young and older adults completed positive (+.65) and negative (-.65) contingency tasks that measured their ability to discover the relationship between a symptom (e.g., FEVER) and a fictional disease (e.g., OLYALGIA). Both d' scores, i.e., contingency learning, and contingency estimates, i.e., contingency judgment, were examined. Participants were also asked to complete cognitive tasks that measure the constructs of processing speed, working memory resources, associative memory, and associative learning. Structural equation modeling was used to examine the direct and indirect relationships between …
Aging And Associative And Inductive Reasoning Processes In Discrimination Learning, Courtney Ortz
Aging And Associative And Inductive Reasoning Processes In Discrimination Learning, Courtney Ortz
Masters Theses & Specialist Projects
The purpose of this study was to investigate how associative and inductive reasoning processes develop over trials in feature positive (FP) and feature negative (FN) discrimination learning. Younger and older adults completed initial and transfer tasks with either consistent or inconsistent transfer. Participants articulated a rule on every trial. The measure of discrimination learning was the number of trials it took participants to articulate the exact rule. In the initial task, older adults articulated the rule more slowly than younger adults in FP discrimination and took marginally more trials to articulate the rule in FN discrimination than younger adults. Age …